This article, part of a wider research, aimed to analyze the general content of the social representations of a "good student" constructed by teachers of early years of Fundamental Education in the city of Recife-PE. The underlying assumption is that new social practices of education would be interfering in these representations. The Central Nucleus Theory was the theoretical and methodological basis for this study. Participants included twenty teachers. Semi structured interviews were used as collection procedure. For analysis we took as support the Technical Analysis Categorical content. The overall results of research confirmed our initial assumption, but pointed also competing for the symbolic construction of "good student "a tangle of elements, highlighting the family size. Most teachers, articulating contradictions between ideology and reality, noted the importance of family in building the "good student". Our results suggest, however, the need for studies to further investigate these findings.